Time arose as the most significant barrier since learners are often very busy with home life, work and trying to make ends meet. Pursuing learning opportunities is not a priority when juggling several responsibilities.

Language and culture. Some ESL programs were limited to landed-immigrants, which was seen as a barrier for groups such as Canadian Citizens and temporary foreign workers who also need ESL training. Different cultural groups value learning differently and are thus more or less likely to enhance their literacy skills.

Childcare, transportation and cost of programs.

Low self-esteem and lack of confidence with the stigma associated with having poor literacy skills.

Engage employers in workplace literacy programs so that improving basic skills is integrated into activities learners are already involved in.

Free translation and interpretation would assist in understanding what opportunities individuals would like to learn about and get involved in.

Accountability needs to be put in place to ensure employers are following through on their agreements with temporary foreign workers to provide literacy and English language training.

Provide on-site childcare and cover transportation costs.

Make programs non-threatening, welcoming and a place of enjoyment and encouragement.

Embed or infuse literacy instruction in all curricula, programs of study and content areas for all ages.

Incorporate community mentors to assist, take learners to programs and help them build their self-esteem.

More funding is needed for pre-Kindergarten programming, adults with the lowest levels of literacy and special education, particularly for Grades 1–4

Residency requirements currently prevent newcomers from accessing services they need. Funding for English as a second language (ESL) often runs out before people can achieve literacy – this needs to be addressed.

Provide more funding to support families and parents in pre-Kindergarten family literacy programs, to reach adults with the lowest levels of literacy, and for special education.

Provide GED exams and prep courses in each community.

We need a body for the delivery and evaluation of preschool and adult programs in French for francophone populations.